The HighScope Difference

We've been talking a lot about what makes HighScope different. As an organization, 
there are three main things that make a difference in how we approach early childhood 
education — Research. Application. Validation.

No single step in the HighScope process stands on its own — and our process never ends. 
Our rigorous, ongoing qualification of our own materials ensures that HighScope offers the most
effective, substantive early childhood classroom products available today.




 

But there is more....

  Plan-Do-Review 
      Many programs allow time for children to play/work on their own. HighScope is unique
      in making sure there are also opportunities for children to plan their own activities
      (planning is "choosing with intention") and reflect on what they have learned
      (reflection is "remembering with analysis") during these times of the day. The 
      plan-do-review process is basic to the HighScope Curriculum because planning
      and reflection are positively and significantly related to developmental progress
      (Epstein, 1993, 2003).

  Adult-Child Interaction  
      In the HighScope Curriculum, shared control is central to how adults and children
      interact. By shared control we mean offering a supportive climate where adults and
      children share control of the learning environment. Adults balance the freedom 
      children need to explore with the limits children need to feel secure. The adults provide
      materials and experiences that both build on children's interests and promote
      learning. In a supportive climate, children initiate many of their own learning experiences.
      Even when adults plan an activity, as for a small- or large-group time, they consider the
      objects, actions, and ideas children are interested in. In a HighScope setting, adults
      and children are partners throughout the day.

  Theory to Practice
      Teachers from every type of educational and personal background can master HighScope
      with time, practice, and adequate support. Although many HighScope teachers have
      associate's and bachelor's degrees, we have also trained teachers all over the world
      who have had little formal education. In all these instances, teachers gained in knowledge
      and delivered a successful program.

  Active Learning for Children and Adults
      Our methods of face-to-face training and interactive online training also set us apart
      from other curriculum approaches. Research on adult training shows HighScope's
      professional development strategies produce deeper understanding and real
      change. These strategies include hands-on learning, opportunities to alternate
      study with practice, and sharing and reflection among participants.

To find out more about the HighScope Difference and what it can do for your early childhood program, please browse the rest of our Web site, or call us at 734.485.2000.

References
Epstein, A. S. (1993), Training for quality: Improving early childhood programs through systematic inservice training. Ypsilanti, MI: HighScope Press

Epstein, A. S. (2003, September), How planning and reflection develop young children's thinking skills. Young Children, 58(5), 28-36.